Artificial Intelligence (AI) is increasingly permeating classrooms worldwide, yet its adoption in schools of developing countries remains under-explored. This paper investigates AI adoption, usage patterns, and perceived impact in Pakistani K-12 schools based on a survey of 125 educators. The questionnaire covered educator's familiarity with AI, frequency and modes of use, and attitudes toward AI's benefits and challenges. Results reveal a generally positive disposition towards AI: over two-thirds of teachers expressed willingness to adopt AI tools given proper support and many have begun integrating AI for lesson planning and content creation. However, AI usage is uneven - while about one-third of respondents actively use AI tools frequently, others remain occasional users. Content generation emerged as the most common AI application, whereas AI-driven grading and feedback are rarely used. Teachers reported moderate improvements in student engagement and efficiency due to AI, but also voiced concerns about equitable access. These findings highlight both the enthusiasm for AI's potential in Pakistan's schools and the need for training and infrastructure to ensure inclusive and effective implementation.